FAQs

Last Updated August 3, 2022

Hiring

Do we need to have a tenure-track line we're hiring for in the foreseeable future?

This will be considered when the Dean of Faculty reviews proposals. 

How do we submit a proposal? When are those requests approved?

The application will be posted on the Dean of Faculty page in September, along with more information about deadlines and other key information about the application process.

If our request is approved, should we advertise the position?

No. Scholars must be hired through the Consortium for Faculty Diversity. Please see the "Other Information" section of the website for more information.

Can we review the database before submitting a proposal to ensure there are available candidates in our field?

Yes. In fact, this is a requirement. Please contact the Dean of Faculty for more information.

What if we can't find a scholar through the Consortium for Faculty Diversity? Can we hire through other means?

No, but we strongly encourage you to share information about the Consortium for Faculty Diversity with your networks. If you would like information on what kind of information to share along these lines, including specific language, contact the Director of the Riley Scholars-in-Residence Program.

If we hire a tenure-track faculty member, can they receive a postdoctoral fellowship through the Riley Scholars-in-Residence Program to secure a reduced teaching and service load?

No. If a candidate was not hired through the Consortium for Faculty Diversity, they will not be considered a Riley Scholar.

In what ways is the hiring process different from and|or similar to typical faculty hires?

This process is arguably different in more ways than it is similar. For example, if your proposal is approved, your hiring committee should log into Interfolio and review materials for all fellows in your field with some exceptions. For example, you are welcome to only review materials for postdoctoral fellows if your program|department does not have the capacity to mentor a predoctoral fellow. In any case, you may conduct phone or audiovisual interviews with however many of those applicants you wish. However, you should only invite one for an on-campus interview.

This is where the similarities begin. During the on-campus interview, you would schedule a job talk, a teaching demonstration (if you typically schedule those for tenure-track candidates), and meetings with necessary and|or required faculty, students, and staff. After the on-campus interview, if your program|department is interested in extending an offer, contact the Dean of the Faculty for further instructions.

What is the scholar's official job title?

The official title for predoctoral Riley Scholars is Predoctoral Riley Scholar-in-Residence in [Department or Program]. The official title for postdoctoral Riley Scholars is Visiting Assistant Professor of [Department or Program].

Is every scholar guaranteed a second year, if they want to stay?

No. Whether or not a second year is extended depends on their willingness to stay along with the needs and abilities of the program|department and the college. If the scholar desires a second year, we recommend they communicate that to the Director|Chair no sooner or later than the end of the fall semester, with the understanding that there are no guarantees. If your program|department would like to extend a second year to the scholar, see the "Programs & Departments" section of the website for more information.

Can a predoctoral scholar receive a second year if they do not complete their dissertation?

Not typically. However, if unique cases should be considered, those considerations should be directed to the Dean of Faculty. 

Mentoring

Who in the program|department should mentor the scholar, the Director|Chair?

No. While all members of the program|department, including the Director|Chair, will appropriately and adequately support the scholar's professional development, a tenured faculty member in the program|department should serve in an official capacity.

How much mentoring should the program|department provide?

The mentor will host a one-hour planning and goal-setting meeting with the scholar in Block 1, a one-hour meeting to debrief the year in Block 8, and at least four meetings (two during the fall and two during the spring) for at least one hour during blocks chosen by them and the scholar on teaching, the job market, research, and work-life coexistence. Please see "A Mentoring in Community Guide" in the "Programs & Departments" section of the website for additional information.

How should the mentor construct meetings?

Please see the "A Mentoring in Community Guide" in the "Programs & Departments" section of the website for additional information.

How much mentoring will the Riley Scholars-in-Residence Program provide?

The RSiRP Director schedules 1h meetings with the entire cohort during Block 1, Block 5, and Block 7 (with the Senior Associate Dean for Equity, Inclusion, and Faculty Development and Director of the Crown Center attending for the first 15 minutes) and organizes and attends all Mock Job Talk presentations during Block 3. The scholar's will schedule 45m individual meetings with the Director during Block 2 and Block 6 and meet with an RSiRP alum during the fall semester and another in the spring. Finally they are also expected to engage in faculty development opportunities provided by the Crown Center.

Who do I talk to if the scholar has concerns about colleagues within and|or outside the program|department?

The Dean of Faculty will help facilitate prudent and meaningful conversations with any involved parties, whenever necessary. Even if any or all parties involved think the concerns can be addressed and navigated without the inclusion of the administration, the Dean of Faculty should be informed.

Teaching

How much teaching support should the program|department provide?

A program|department colleague (not necessarily the Mentor or Director|Chair) will observe both courses taught by predoctoral scholars and at least two of the three courses taught by postdoctoral scholars, even those in their second year. So as not to overwhelm the scholar and given the intensity of the Block Plan, no more than one faculty member should observe any class, and no more than one observation should occur in any block. Additionally, a program|department colleague (not necessarily the Mentor or Director|Chair) will review the scholar's syllabi and other relevant teaching materials, such as rubrics, and share yours with them. Last, but not least, the scholar is required to observe at least one course taught by a faculty member in the program|department and another taught by a faculty member outside the program|department. Please see "A Mentoring in Community Guide" in the "Programs & Departments" section of the website for additional information.

How much teaching support will the Riley Scholars-in-Residence Program provide?

Scholars are welcome to invite the RSiRP Director to observe their classes. However, so as not to overwhelm them and given the intensity of the Block Plan, we do not recommend they invite more than one observer to any given class or schedule more than one observation in any block.

Should the scholar participate in conversations about their teaching load and teaching schedule?

Yes. While scheduling needs for programs|departments vary, impacting the extent to which any faculty member can determine the blocks in which they teach, the scholar should participate in those conversations to the extent possible since special consideration should be paid to their needs concerning the completion of their dissertation or their postdoctoral research progress and job market timelines in their field.

Can a predoctoral scholar teach more than two courses?

No. However, adjustments may be considered if the program|department needs the scholar to teach adjunct courses or courses that are less than 1 unit. If this is the case, those adjustments may be considered by the Dean of Faculty.

Can a postdoctoral scholar teach more than three courses?

No. However, adjustments may be considered if the program|department needs the scholar to teach adjunct courses or courses that are less than 1 unit. If this is the case, those adjustments may be considered by the Dean of Faculty.

Can the scholar team-teach courses with other faculty within or outside the program|department?

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

Can the scholar teach two-block courses?

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

Can the scholar teach adjunct courses?

This may be approved in certain cases depending on various factors that should be discussed with the Dean of Faculty prior to the Director|Chair submitting the course grid.

Should a scholar be advising students or student groups?

Not typically. However, adjustments may be considered by the Dean of Students and Vice President for Student Life in consultation with the Dean of Faculty.

Who do I talk to if there are concerns about the scholar's teaching?

Address the concerns with the scholar first and foremost and communicate what you've learned and discussed with the Director|Chair. Additionally, the Senior Associate Dean of Equity, Inclusion & Faculty Development, should be informed, as they can help facilitate prudent and meaningful conversations with any involved parties whenever appropriate and necessary.

The Job Market

How much job market support should the program|department provide?

A program|department colleague (not necessarily the mentor or Director|Chair) will read and give feedback on the scholar's cover letter, CV, teaching statement, research statement, and other commonly required application materials. They might also request to review samples from program|department colleagues. 

Additionally, the Mock Job Talk presentations in Block 3 must also be attended by the program|department mentor. Please see "A Mentoring in Community Guide" in the "Programs & Departments" section of the website for additional information.

How much job market support will the Riley Scholars-in-Residence Program provide?

The scholar may request the RSiRP Director to read and give feedback on their cover letter, CV, teaching statement, research statement, and other commonly required application materials. They might also request to review samples from your colleagues and|or the RSiRP Director. Additionally, the RSiRP Director will organize and attend all Mock Job Talk presentations in Block 3.

Why does the scholar have to invite 1-2 colleagues outside the program|department and the RSiRP cohort to the Mock Job Talk?

We want to ensure they have a sizable audience so the experience mirrors what they are likely to face on the job market to the extent possible. Additionally, while we want to mirror that experience effectively, all attendees will be instructed to avoid any behavior that would be considered toxic or hostile. Still, our hope is the colleagues they invite will be those with whom they have begun to develop an effective working relationship so they can see plenty of friendly and supportive faces.

Who do I talk to if the scholar is struggling with the job market?

The program|department mentor may address such concerns and recommend the scholar speak with other faculty within and|or outside the program|department, including the Director|Chair, to seek support. Additionally, the mentor may recommend the scholar speak with the Director of the Riley Scholars-in-Residence Program.

Research

How much support should we provide scholars with the completion of their dissertation or postdoctoral research?

A program|departmentcolleague (not necessarily the mentor or Director|Chair) will read and give feedback on at least one chapter of the predoctoral scholar's dissertation or one piece of the postdoctoral scholar's scholarship. We also recommend they share pertinent feedback they have received from their dissertation committee or reviewers whenever necessary and appropriate so you can consider it carefully when providing feedback. Please see "A Mentoring in Community Guide" in the "Programs & Departments" section of the website for additional information.

How much support will the Riley Scholars-in-Residence Program provide scholars with the completion of their dissertation or postdoctoral research?

While the RSiRP Director will not be requesting to read any parts of a predoctoral scholar's dissertation or postdoctoral scholar's work, they may be available to do so with advance notice and will be requesting specific information about research progress throughout the year.

Who do I talk to if the scholar is struggling to complete their dissertation or conduct their postdoctoral research?

Direct these concerns to both the Senior Associate Dean of Equity, Inclusion & Faculty Development and the Director of the Riley Scholars-in-Residence Program.

Service

Should we invite the scholar to program|department meetings?

No, because the Riley Scholars-in-Residence Program is designed to support fellows in working on their scholarship and bolstering their teaching skills. Program|department meeting attendance is service work they should not spend time on during their participation in the program.

Should the scholar serve on committees?

No, because the Riley Scholars-in-Residence Program is designed to support fellows in working on their scholarship and bolstering their teaching skills. Committee work is service they should not spend time on during their participation in the program.

To which program|department events should we invite the scholar?

We recommend you invite them to events like those that feature guest speakers and students presenting their research or that celebrate graduates, for example, as these opportunities will allow them to build and maintain community. If you need clarification, contact the Senior Associate Dean of Equity, Inclusion & Faculty Development.

Should the scholar attend divisional and|or all-faculty meetings?

Not typically for the sake of prudence and equity, especially considering their non-tenure-track status. However, if there are special cases the scholar and|or your program|department would like to be considered, those should be directed to the Senior Associate Dean of Equity, Inclusion & Faculty Development. If any necessary adjustments are made to this policy, please also inform the Director of the Riley Scholars-in-Residence Program.

Employment and Compensation

Do scholars receive benefits like health insurance or retirement contributions?

According to Human Resources, "Most benefits are effective on the first calendar day of the month once applicable waiting periods have been satisfied. New benefits-eligible employees hired on the first calendar day or first business day of the month will be eligible for coverage on their hire date. Employees hired on any other day of the month will be eligible for coverage on the first calendar day of the following month." For more specific information, visit their website by clicking here or contact their office directly.

 

Should scholars receive support for conference travel and|or other research and teaching-related needs?

Programs|Departments may reasonably support scholars in these areas to the extent possible. Further, along with a stipend for research and professional development and a college-issued computer for use during their employment, scholars may be eligible to receive funding for additional teaching and|or research-related expenses from the Dean of Faculty and other on-campus sources. Consult with the Dean of Faculty for more information.

Report an issue - Last updated: 08/03/2022